1. University of Brighton
Professional Recognition and Development (PRD) Scheme:
Gaining a Fellowship of the Higher Education Academy
John Canning 1

2. University of Brighton Recognition and Professional Scheme
Aims for this briefing:
To explain the Scheme and the requirements for submitting an application
To help you decide which category of fellowship is appropriate to your experience and circumstances
To direct you towards the appropriate resources and workshops to support your application 2

3. UoB’s overall CPD framework
Taught courses: Teaching and Learning in HE, PGCert in Learning and Teaching in HE
The Professional Development and Recognition Scheme (for supporting all 4 categories of Higher Education Academy fellowship)
CPD workshops to support a range of academic roles:
course leadership
writing for academic publication
supervising students
module/curriculum design
blended learning 3

4. University of Brighton PRD Scheme: what and why?
Gain recognition for your existing expertise in teaching and supporting learning
Mapped against the UK Professional Standards Framework
Accredited by Advance HE (formerly the Higher Education Academy).
Gain a category of Fellowship of the HEA
Nationally (and increasingly internationally) recognised.
Engage in CPD 4

5. UKPSF: what is in it? Descriptors: Dimensions of practice:
set of statements outlining the:
Areas of Activity undertaken by teachers and supporters of learning within HE
Core Knowledge that is needed to carry out those activities at the appropriate level
Professional Values that someone performing these activities should embrace and exemplify
Descriptors:
set of statements outlining the key characteristics of someone performing four broad categories of typical teaching and learning support roles within Higher Education. 5

6. UKPSF – three dimensions
Core Knowledge
K1 The subject material
K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme
K3 How students learn, both generally and within their subject/
disciplinary area(s)
K4 The use and value of appropriate learning technologies
K5 Methods for evaluating the
effectiveness of teaching
K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching
Areas of Activity
A1 Design & plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and guidance
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
UKPSF – three dimensions
Professional Values
V1 Respect individual learners and diverse learning communities
V2 Promote participation in higher education and equality of opportunity for learners
V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
V4 Acknowledge the wider context in which higher education operates
recognising the implications for professional practice 6

7. HEA fellowship categories
Category
Example roles
D1 Associate Fellow
Those with some teaching responsibility, new p/t staff, PhD students, prof services staff
D2 Fellow
New/experienced academics; some professional services staff
D3 Senior Fellow
Experienced academics who can demonstrate leadership/ influence in L&T
D4 Principal Fellow
Highly experienced/senior staff with strategic leadership roles institutionally & nationally 7

8. (D4 written-only; different format)
PRD Scheme routes
Written-only
Written account of practice (to themed headings)
Development plan
Two referees
E-portfolio & dialogue
Evidence mapped to themed headings
Prof dialogue
Development plan
Two referees
NB applies to D1-D3 only
(D4 written-only; different format)

9. D1 (Associate Fellow route)
Written
Account of practice: 3 Areas of Activity
1700 words
Development plan
Two referees
E-portfolio & dialogue
Evidence mapped to 3 Areas of Activity
Case study/ies
Prof dialogue 20 mins
Development plan
Two referees 9

10. Key points when making a submission
Not like an assessment task for a module:
No extensions (three hand-in points: January, April, September)
Do not exceed word count (automatic resubmit); include referee statements
Links to University Strategy so need to make statement re: attaining Digital Literacy 10

11. Support offered Work in progress sessions and writing retreats
CLT workshops/modules
Advice and guidance from CLT staff and mentors
Studentcentral/studentfolio area with links to resources
See:
Bootcamp, December 2018, Moulsecoomb. Sign-up via Brighton CLT website 11

12. Support offered on studentcentral
Detailed handbooks with examples (check date!)
Talis aspire reading lists
Previous successful submissions
Informal guide / hints on getting fellowship
Guidance for referees
See: 12

13. Assessment process Submissions are assessed by: Member of CLT staff
Member of the assessment panel
We also have an external assessor on our Panel
You will receive notification of the outcome about 6 weeks after the submission date.
PASS
REFER
RESUBMIT 13

14. 2018-19 submission points 28 January 2019 at 23:59
29 April 2019 at 23:59
23 September 2019 at 23:59

15. Contact John Canning 15